‭Lesson Plan‬‭- Dance & Line Tag‬

‭CONTEXT‬

‭Grade(s):‬ ‭Grade 1 & 2‬

‭Subject(s):‬ ‭Physical Education‬

‭ ong-Term / Big‬
L -‭ ‬ ‭ peed, cooperation, strength, balance, team work‬
S
‭Picture Sequencing‬ ‭-‬ ‭Coordination and rhythm‬
‭and Scaffolding:‬ ‭-‬ ‭Understanding dances and the steps of each dance‬

‭GOALS‬

‭ urricular‬
C ‭ r 1:‬
G
‭Expectations:‬ ‭- Students exhibit spatial awareness during a variety of physical‬
‭activities (Spatial awareness includes the ability to judge one’s‬
‭distance in relation to people; Responses that support movement‬
‭through general space include adjusting location and distance,‬
‭demonstrating control, stopping on signal, moving safely).‬
‭- Students demonstrate how movement can support different types‬
‭of physical activity (First Nations, Métis, and Inuit physical activities‬
‭and games are played for specific purposes that support physical‬
‭movements used in daily life)‬
‭Gr 2:‬
‭- Students refine and apply spatial awareness across a variety of‬
‭physical activity contexts (Spatial awareness is knowing how the‬
‭body moves through space)‬

‭Implicit Learning:‬ -‭ ‬ ‭ eam work, balance, strength‬

T
‭-‬ ‭Coordination and rhythm‬

‭MATERIALS & RESOURCES‬

‭1.‬ ‭Macarena‬
‭-‬ ‭Music/speaker (‬‭Macarena)‬
‭2.‬ ‭Chicken Dance‬
‭-‬ ‭Music/speaker (Chicken Dance)‬
‭3.‬ ‭Line Tag‬
‭-‬ ‭Pinnies‬

‭OVERALL INSTRUCTIONAL STRATEGIES & LEARNING ACTIVITIES‬

‭1.‬ ‭Macarena:‬
‭-‬ ‭Bring arms out in front of you one at a time‬
‭-‬ ‭Turn your palms upwards one at a time‬
‭-‬ ‭Place your right hand on your left shoulder‬
‭-‬ ‭Place your left hand on your right shoulder‬
‭-‬ ‭Put yours hands on the back of your head one at a time‬
‭-‬ ‭Brings your hands down to the opposite hip one at a time‬
‭-‬ ‭Switch your hands to the other hip one at a time‬
‭-‬ ‭Rope in the air and spin around‬
‭2.‬ ‭Chicken Dance:‬
‭-‬ ‭When you hear the beginning of the "Chicken Dance" song, run to the‬
 ‭ ance floor and join the forming circle. Sometimes the dance is also done‬
d
‭in a line or simply in an unorganized crowd.‬
‭-‬ ‭Hold your arms up in front of you, forming beaks with your thumbs and‬
‭fingers. Open and close your "beaks" four times to the music.‬
‭-‬ ‭Put your thumbs in your armpits and flap your elbows (like they are wings)‬
‭four times to the music.‬
‭-‬ ‭Bend your knees and wiggle your hips four times to the music, placing your‬
‭arms and hands low like the tail feathers of a chicken.‬
‭-‬ ‭Straighten your knees and clap four times, with the music.‬
‭-‬ ‭Repeat steps two through five four times.‬
‭-‬ ‭Join hands with the person on each side of you and skip around in a circle‬
‭to the music, reversing the direction of the circle once.‬
‭-‬ ‭Repeat the entire sequence until the end of the song.‬
‭3.‬ ‭Line Tag:‬
‭-‬ ‭Can be either done as one large group or split into 2 groups and have each‬
‭group stay on one half of the gym. All players should be holding‬
‭hands/locking arms. The purpose of this game is for the first person in line‬
‭to try and tag the last person in line. Everyone in the line is trying to help‬
‭the first person.‬
‭-‬ ‭If the line breaks then the last person goes to the front and turns into the‬
‭tagger. Every time the last person is tagged then they become the tagger.‬
‭The last person wants to try and avoid being tagged the longest.‬

‭TIMING, SEQUENCING, TRANSITIONS OF LESSON‬

‭KEY PROMPTS & INSTRUCTIONS‬

I‭ntroduction / Hook‬ “‭ ‬‭Hello students. Today we are going to be learning some dances.‬
‭(2 mins)‬ ‭Why do you think dance is important to learn?”‬

‭ acarena Step‬
M -‭ ‬
‭Introduction (4 min)‬
‭ ring arms out in front of you one at a time‬
B
‭-‬ ‭Turn your palms upwards one at a time‬
‭-‬ ‭Place your right hand on your left shoulder‬
‭-‬ ‭Place your left hand on your right shoulder‬
‭-‬ ‭Put yours hands on the back of your head one at a time‬
‭-‬ ‭Brings your hands down to the opposite hip one at a time‬
‭-‬ ‭Switch your hands to the other hip one at a time‬
‭-‬ ‭Rope in the air and spin around‬

‭ erform Macarena‬
P ‭Students perform the macarena dance‬
‭(4 min)‬

‭Transition (30 sec)‬ ‭Students freeze and listen‬

‭ hicken Dance‬
C
‭Steps Review (2‬ ‭-‬ ‭ hen you hear the beginning of the "Chicken Dance" song,‬
W
‭min)‬ ‭run to the dance floor and join the forming circle.‬
‭Sometimes the dance is also done in a line or simply in an‬
‭unorganized crowd.‬
‭-‬ ‭Hold your arms up in front of you, forming beaks with your‬
‭thumbs and fingers. Open and close your "beaks" four‬
‭times to the music.‬
‭-‬ ‭Put your thumbs in your armpits and flap your elbows (like‬
‭they are wings) four times to the music.‬
‭-‬ ‭Bend your knees and wiggle your hips four times to the‬
 ‭ usic, placing your arms and hands low like the tail‬
m
‭feathers of a chicken.‬
-‭ ‬ ‭Straighten your knees and clap four times, with the music.‬
‭-‬ ‭Repeat steps two through five four times.‬
‭-‬ ‭Join hands with the person on each side of you and skip‬
‭around in a circle to the music, reversing the direction of‬
‭the circle once.‬
‭-‬ ‭Repeat the entire sequence until the end of the song.‬

‭ erform Chicken‬
P ‭Students Perform the Chicken Dance‬
‭Dance (4 min)‬

‭Transition (30 sec)‬ ‭Students freeze and listen‬

‭ ine Tag Explanation‬

L -‭ ‬ ‭ ll players should be holding hands/locking arms‬
A
‭(3 min)‬ ‭-‬ ‭The purpose of this game is for the first person in line to try‬
‭and tag the last person in line‬
-‭ ‬ ‭Everyone in the line is trying to help the first person‬
‭-‬ ‭If the line breaks then the last person goes to the front and‬
‭turns into the tagger‬
‭-‬ ‭Every time the last person is tagged then they become the‬
‭tagger‬

‭Line Tag (10 min)‬ ‭Students play line tag‬

‭ onclusion /‬
C ‭Debrief:‬
‭Wrap up (5 mins)‬ ‭-‬ ‭What dance did we learn today?‬
‭-‬ ‭What were some of our favourite dance moves that we‬
‭learnt today?‬
‭-‬ ‭What were some of our least favourite dance moves?‬

‭ASSESSMENT(S)‬

‭Formative Assessment- Observation‬

‭-‬ ‭Students can follow steps and compete a dance‬
‭-‬ ‭Students can work as a team and play Line Tag‬
‭-‬ ‭Students understand where Line Tag originates from‬

‭Reflection:‬
‭-‬ ‭Students enjoyed dancing and performing a dance that they are able to‬
‭-‬ ‭Students had to use strategy and help each other to play Line Tag‬
‭-‬ ‭Students understood the background of where Line Tag originated from‬
‭-‬ ‭Good timing between dance and game‬